Conceptualizing inquiry-based education in mathematics

Artigue, Michèle; Blomhøj, Morten

doi:10.1007/s11858-013-0506-6

Cited by 259 publications

(178 citation statements)

References 11 publications

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“…They are also asked to reflect on their views regarding mathematics teaching, the roles of teachers and pupils, the ways pupils learn, and how they learn as mathematics teachers. Their reports suggest that the PT undertook significant learning as teachers, concerning inquiry-based approaches to mathematics teaching (Artigue and Blomhøj 2013), an important aspect of professional expertise (Maaβ and Artigue 2013). The PT included in their reports the role of suitable tasks as springboards for developing mathematics ideas, namely emphasizing problem solving and exploratory tasks, the potential of whole class discussions, and the need of using appropriate teaching resources and assessment strategies.…”

Section: Discussionmentioning

confidence: 99%

Research on teaching practice in a Portuguese initial secondary mathematics teacher education program

Ponte

Santos

Oliveira

et al. 2017

ZDM Mathematics Education

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Abstract. In teacher education, a key issue is how prospective teachers learn. At the University of Lisbon, based on an inquiry-based approach to mathematics learning, we developed a secondary school mathematics teacher education program, in which a central feature is the elaboration of a final investigative report based on teaching practice. In this paper, our aim is to understand the professional learning opportunities and difficulties recognized by prospective teachers (PT) in their final reports, by addressing the following research questions: (i) What didactical choices do PT mention regarding the approach to teaching, the use of tasks, resources and assessment strategies in their teaching practices? (ii) What transversal elements of teaching practices do they recognize as enabling their professional development? and (iii) What elements of the investigative work do PT refer to as major professional learning outcomes? Using content analysis, we reviewed, coded, and analyzed all 38 reports produced so far in the program. The results suggest that the PT embraced an inquiry-based approach to learning, valuing the role of suitable tasks and of whole class discussions. They also valued reflection and collaboration as practices that support professional development. Prospective teachers also indicated some difficulties and challenges in doing this investigation based on their teaching practice, but even so they tended to regard it a learning opportunity. We conclude that the final report, by its content, structure, and working processes as framed in this teaching education program, supports participants' development as teachers who hold research in positive regard.

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Section: Discussionmentioning

confidence: 99%

Research on teaching practice in a Portuguese initial secondary mathematics teacher education program

Ponte

Santos

Oliveira

et al. 2017

ZDM Mathematics Education

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“…Nation Research Council (Artigue & Blomhoj, 2013) menyatakan bahwa inquiry based learning adalah kegiatan yang melibatkan siswa dalam menyelidiki; mengajukan pertanyaan; memeriksa buku dan sumber informasi lain untuk melihat apa yang sudah diketahui; investigasi perencanaan; meninjau apa yang sudah diketahui sehubungan dengan bukti eksperimen; menggunakan alat untuk mengumpulkan, menganalisis, menafsirkan data; mengusulkan jawaban, penjelasan dan hipotesis; serta mengkomunikasikan hasilnya. Penyelidikan membutuhkan identifikasi asumsi, menggunakan pemikiran yang kritis dan logis, mempertimbangkan alternatif penjelasan dan penyelidikan ilmiah yang mengacu pada beragam cara serta mengusulkan penjelasan berdasarkan bukti.…”

Section: Unnes Journalsunclassified

Upaya Meningkatkan Minat Belajar Matematika Menggunakan Inquiry Based Learning Setting Group Investigation

Silviani

Jailani

Lusyana

et al. 2017

Kreano

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Ju r n a l M a t e m a t i k a K r e a t i f -I n o v a t i f AbstrakPenelitian ini bertujuan untuk meningkatkan minat belajar siswa dalam pembelajaran matematika menggunakan metode inquiry based learning setting group investigation pada kelas VII.C SMP Negeri 12 Yogyakarta tahun pelajaran 2016/2017 yang berjumlah 34 siswa. Jenis penelitian ini merupakan penelitian tindakan kelas yang terdiri dari tahap perencanaan, tindakan, pengamatan, dan refleksi. Instrumen yang digunakan dalam penelitian ini adalah angket minat belajar matematika. Hasil penelitian menunjukkan bahwa minat belajar matematika siswa meningkat yang ditunjukkan dengan peningkatan minat belajar matematika siswa dari siklus 1 yaitu 4 (12%) siswa dalam kategori sangat tinggi, 24 (71%) siswa dalam kategori tinggi dan 6 (18%) siswa dalam kategori sedang, sedangkan pada siklus 2 meningkat menjadi 11 (32%) siswa dalam kategori sangat tinggi, dan 23 (68%) siswa dalam kategori tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa metode inquiry based learning setting group investigation dapat meningkatkan minat belajar matematika siswa kelas VII.C SMP Negeri 12 Yogyakarta. Abstract The aims of this research were increasing students interest in learning mathematics by using inquiry based learning setting group investigation in class VII.C SMP Negeri 12 Yogyakarta academic year 2016/2017 which amounted to 34 students. This research was a classroom action research consisting of planning, actions, observation, and reflection. This research instrument's was questionnaires of interest in learning mathematics. The result of the research showed that the student's interest in mathematics learning increased. It was showed by the increase of students' mathematics learning interest from first cycles which was 4 (12%) of students in a category was very high, 24 (71%) of students in the high category and 6 (18%) of students in the medium category, whereas in second cycles increased to 11 (32%) of students in a category is very high, and 23 (68%) of students in the high PENDAHULUANMatematika merupakan mata pelajaran yang menjadi salah satu prioritas pemerintah untuk dikembangkan. Hal ini dibuktikan bahwa matematika merupakan mata pelajaran wajib yang dipelajari dari tingkat dasar hingga tingkat menengah atas. Matematika memiliki peranan penting dalam kehidupan karena matematika memiliki hubungan dengan bidang ilmu lainnya seperti ilmu pengetahuan alam, sosial, kedokteran, ekonomi dan sebagainya. Matematika juga memiliki peranan dalam

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“…Beyond the assumptions about inquiry noted in a previous paragraph, an inquiry learning approach in math was intended for students to experience how mathematicians work (Artigue, & Blomhøj, 2013). Hiebert, Carpenter, Fennema, Fuson, Human, Murray, Olivier, and Wearne (1996) argued that inquiry in mathematics needed to be grounded in a fundamental aspect of mathematics, namely problem solving.…”

Section: Inquiry Learning In Mathematics Classroomsmentioning

confidence: 99%

An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice

Betts¹,

McLarty²,

Dickson³

2017

Networks: An Online Journal for Teacher Research

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Conceptualizing inquiry-based education in mathematics

Cited by 259 publications

References 11 publications

Research on teaching practice in a Portuguese initial secondary mathematics teacher education program

Research on teaching practice in a Portuguese initial secondary mathematics teacher education program

Upaya Meningkatkan Minat Belajar Matematika Menggunakan Inquiry Based Learning Setting Group Investigation

An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice

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